Spring 2011 Summer 2011 Fall 2011 Winter 2011 Spring 2012 Summer 2012 Fall 2012 Winter 2012 Spring 2013 Summer 2013 Fall 2013 Winter 2013 Spring 2014 Summer 2014 Fall 2014
Organize to implement
Conduct gap analysis on new vs. existing standards (assumed done already)
Form an internal leadership team (the strategic implementation team) to determine timeline, assign responsibility and establish process to monitor progress Set instructional/assessment implementation timeline Conduct self-assessment/audit of resource allocation Set budget
Build a base of support by establishing the “guiding coalition”:
Develop a list of the partners most important to making teachers aware of the new CCSS
Build a base of support by establishing the guiding coalition:
Identify new/existing channels to leverage for curriculum, professional development and communications needs Identify critical audiences and key messages in communications plan
Create messages/materials/social media/events tailored to different audiences with a focus on classroom teachers Create a plan and timeline for executing communications strategies and seeking stakeholder input and feedback, including surveys, sample audits, focus groups, listening tours by state leaders
Communicate the delivery message and widen the circles of leadership: Disseminate materials/information (state board of education, governor, state legislature, higher education, education organizations, professional development network leaders, district curriculum leaders, career technical centers, teachers, regional/district leadership teams and charter schools)
Communicate the delivery message and widen the circles of the leadership: Develop/refine stakeholder engagement strategy around the CCSS and related assessment
implementation
Align curricular and instructional materials (may be state-led, district-led or a hybrid, whereby the state leverages high-capacity districts’ efforts in front of statewide implementation)
Make publicly available the results of a secondary review/
validation of standards gap analysis, including the differences in topic, content AND cognitive demand Develop a process for review of textbook and instructional materials
Compare alignment of existing state-developed instructional materials/performance tasks to the CCSS
Critical milestone
INTRODUCTION REVIEW SYSTEM CAPACITY ORGANIZE TO IMPLEMENT TAKE ACTION PUT IT ALL TOGETHER
COMMON CORE IMPLEMENTATION WORKBOOK 3.11
Spring 2011 Summer 2011 Fall 2011 Winter 2011 Spring 2012 Summer 2012 Fall 2012 Winter 2012 Spring 2013 Summer 2013 Fall 2013 Winter 2013 Spring 2014 Summer 2014 Fall 2014
Develop model aligned instructional materials (e.g.,
frameworks, units, performance tasks) coordinating/building on PARCC Model Content Frameworks and PARCC prototypes Convene group of stakeholders (e.g., educators, higher education, state education agency staff) to provide feedback on PARCC Model Content Frameworks to inform summer 2012 refinements
Review state/district textbook and instructional materials procurement policies and ensure adoption timeline necessitates that materials align with CCSS implementation timeline
Examine course specifications — particularly at the high school level — to ensure they align with the new CCSS Examine state graduation requirements policies in
collaboration with higher education and technical college staff to ensure alignment with the new CCSS; it takes, on average, five to six years for changes in state graduation requirements to take effect. This might begin with an inventory of district requirements.
Review/implement PARCC model 12th grade bridge courses aligned to the CCSS
Develop a plan for integrating the CCSS literacy standards into the state science and social studies standards (crosswalk literacy standards with state science/social studies standards, identify next revision cycle, etc.)
Teach the CCSS in the classroom K–2 3–5 6–8 9–12
Identify metrics for success and establish feedback loops to monitor whether instructional practice changes
Establish routines to track progress of the quality and use of classroom materials
Train educators and school leaders (may be state-led, district-led or a hybrid, whereby the state leverages high-capacity districts’
efforts in front of statewide implementation) Note: These include time-release to attend professional development and time to share/reflect in teams back in the building.
Develop a coordinated agencywide plan and calendar for professional development (PD)
Conduct awareness sessions to make teachers/principals comfortable with the CCSS
Models and exemplars of quality, aligned PD are defined, required, provided or certified for teachers and principals PD to unpack standards to ensure deep understanding of content and performance expectations
PD for teachers with new/different content responsibilities PD for teachers on instructional strategies
PD for principals focused on instructional leadership
INTRODUCTION REVIEW SYSTEM CAPACITY ORGANIZE TO IMPLEMENT TAKE ACTION PUT IT ALL TOGETHER
COMMON CORE IMPLEMENTATION WORKBOOK 3.12
Spring 2011 Summer 2011 Fall 2011 Winter 2011 Spring 2012 Summer 2012 Fall 2012 Winter 2012 Spring 2013 Summer 2013 Fall 2013 Winter 2013 Spring 2014 Summer 2014 Fall 2014
PD on use of observation rubrics in teacher evaluation and other formative teacher assessment tools to inform ongoing professional coaching of teachers
PD for teachers on PARCC assessment system, item types and data interpretation
PD for regional/district and school staff to use online assessments and development/support for technology-enabled tools that help building-level staff assess specific gaps in student mastery of the CCSS (e.g., data dashboards)
PD for teachers on literacy standards in science, social studies and technology
PD for regional/district and school staff on using rubrics to ascertain quality of curriculum and instructional tools
Select PARCC Educator Leader Cadre participants and integrate into larger PD plan
If Race to the Top awardee, crosswalk and coordinate local education agency scopes of work with state PD plans Transition assessment system
Develop an assessment transition plan
Conduct an analysis of the current state assessment blueprint/
test specifications against the new CCSS to identify changes in topic placement and cognitive demand and to determine the significance of changes required to accommodate the new standards (including alternative assessments)
Align formative tools/assessments to CCSS content to avoid measuring outdated content or expectations
Create, disseminate and collect formative assessment mapping tools for district- and school-level inventory
Determine state/district/school role in vetting formative assessment tools
Review existing items for alignment with regard to grade level and cognitive demand
Convene Technical Advisory Committee to present findings and determine if a transition test is plausible and appropriate.
If appropriate, offer assessment guidance to signal changes on state assessment between now and 2014.
Develop a notification strategy to alert all districts, schools and communities about:
• Year of implementation (notification should occur at least 12 months prior to the operational assessment)
• Changes to the assessment structure
If possible, release items indicative of the new assessment
INTRODUCTION REVIEW SYSTEM CAPACITY ORGANIZE TO IMPLEMENT TAKE ACTION PUT IT ALL TOGETHER
COMMON CORE IMPLEMENTATION WORKBOOK 3.13
Spring 2011 Summer 2011 Fall 2011 Winter 2011 Spring 2012 Summer 2012 Fall 2012 Winter 2012 Spring 2013 Summer 2013 Fall 2013 Winter 2013 Spring 2014 Summer 2014 Fall 2014
The following assessment transition tasks may not be applicable and are dependent upon a state’s decision to change its current state assessments in English language arts and math prior to the implementation of the common assessments.
Review the possible new assessment to ensure all federal regulations regarding peer review and approval are appropriate or if new approval will be needed Review current assessment contracts and overall fiscal resources to determine the fiscal and practical impact, especially if additional field testing or new standard setting is required
Ensure internal leadership fully understands the implications of changes in assessment
Convene a team of district assessment directors to discuss district and school impact of a change in the assessment at this stage
Determine state policy around PARCC-developed optional diagnostic and mid-year assessments and communicate to districts and schools
Pilot participation in PARCC Fully participate in PARCC statewide
Transition technology to support accountability and reporting system Develop/refine data governance structure to ensure the
necessary flow of data
Review/revise state/district/higher education data system budgets to prioritize funding the maintenance and growth of a sustainable P–20 data system
Build/revise user-friendly data dashboards that allow good public reporting of critical college and career readiness indicators
Build/revise high school feedback reports to reflect PARCC/
college and career readiness indicators
Build/revise state instructional management systems to encourage sharing of classroom materials and best practices Identify teacher/school evaluation metrics (growth measures, observations, etc.)
Review/revise state accountability system, including any state formula or index, to reflect approaching, meeting and exceeding college and career readiness indicators and PARCC assessments
Consider implications of CCSS/assessments on current statewide accountability systems
Develop process to engage appropriate leaders in considering resetting targets and trajectories in preparation for the transition to new PARCC assessments
As needed, crosswalk Elementary and Secondary Education Act waiver requests/approvals with state and district workplans
Critical milestone
INTRODUCTION REVIEW SYSTEM CAPACITY ORGANIZE TO IMPLEMENT TAKE ACTION PUT IT ALL TOGETHER
COMMON CORE IMPLEMENTATION WORKBOOK 3.14
Spring 2011 Summer 2011 Fall 2011 Winter 2011 Spring 2012 Summer 2012 Fall 2012 Winter 2012 Spring 2013 Summer 2013 Fall 2013 Winter 2013 Spring 2014 Summer 2014 Fall 2014
Transition technology to support assessment system Conduct a self-audit, identifying how/if district, state and higher education data systems interact and the technology infrastructure needs to support transition to PARCC
Establish a definition of technology readiness for districts and schools
Evaluate school technology and infrastructure readiness using PARCC/Smarter Balanced Assessment Consortium Technology Readiness Tool (including bandwidth, hardware and software licenses)
Develop/refine data governance structure to ensure the necessary flow of data
Develop plan to migrate other activities to online platform to prepare for new interface
Build and implement strategies to close technology
infrastructure gaps to prepare for computer-based assessments Develop an early warning system based on the PARCC assessment to identify students in need of additional support to get on track before graduation
Align teacher preparation, evaluation and licensing (involve higher education and business stakeholders to ensure alignment of these systems to K–12)
Investigate implications of the CCSS on current teacher licensure/relicensure policies
Integrate teacher evaluation into preservice training for teachers and principals
Align teacher and principal observation measures and formative assessment tools with the CCSS
Engage higher education faculty (both arts and sciences and teacher educators) to build a full understanding of the new CCSS
Develop a plan for higher education faculty around in-service teacher training
Revise teacher in-service and preservice preparation programs and alternative certification programs to align to content/
pedagogy of the CCSS
Inform student transitions to higher education (involve higher education and business stakeholders to ensure alignment of these systems to K–12)
Align undergraduate entry-level, credit-bearing courses to the CCSS
Align/redesign developmental education programs to develop students’ knowledge and skills to the level specified in the CCSS
Align developmental courses/modules and undergraduate entry-level, first-year, credit-bearing courses
Examine two- and four-year public college and university and college placement requirement policies into entry-level, credit-bearing courses to ensure they align with the new CCSS
INTRODUCTION REVIEW SYSTEM CAPACITY ORGANIZE TO IMPLEMENT TAKE ACTION PUT IT ALL TOGETHER
COMMON CORE IMPLEMENTATION WORKBOOK 3.15
Spring 2011 Summer 2011 Fall 2011 Winter 2011 Spring 2012 Summer 2012 Fall 2012 Winter 2012 Spring 2013 Summer 2013 Fall 2013 Winter 2013 Spring 2014 Summer 2014 Fall 2014
Monitor and sustain progress (applies to all aspects of implementation above) Establish quality control/feedback loop structure to
evaluate the impact of transition activities Identify metrics for success
Monitor progress using one or more internal routines and establish process to prioritize and solve CCSS implementation-related problems
Complete annual review of implementation progress with state policymakers to ensure on track to meet goals
INTRODUCTION REVIEW SYSTEM CAPACITY ORGANIZE TO IMPLEMENT TAKE ACTION PUT IT ALL TOGETHER
COMMON CORE IMPLEMENTATION WORKBOOK 3.16